As part of your professional evaluation and definition of ongoing professional learning, observations of your practice and impact on student learning are required. The following outlines the types of professional responsibilities and types of observations you can expect to be involved in over the course of your Beginning Teacher licensure and probationary licensure period.
Beginning Teachers and Probationary
Orientation
This program is to orient you to Asheboro City Schools (ACS) and to Asheboro High School. It will include information on the values and practices that are relevant in the district and school, introduce you to district and school personnel, acclimate you to our system and its goals, procedures and practices and give you a chance to see who you are working with and where you are working. For new hires, this is usually conducted in August before school starts, or for mid-year hires, will be conducted before you begin teaching.
Self-Assessment
This activity is conducted in the early Fall and is used to identify areas of professional growth for focus over the course of the year. Beginning Teachers (BTs) should look at this as an opportunity to outline the area they want to focus on for the year to become a better teacher. It can be looked at through the lens of lessons learned in student teaching or from Year One. This is conducted using the official NC Evaluator System, the same document used by administrators to evaluate you, through Power School and the NCEES link on your start page. While this is open to your administrators for review, it in NO WAY impacts your evaluation. It is purely for self-assessment and helps for you to be honest about where your professional skills need scaffolding.
Professional Development Plan (PDP)
This document, also accessed and housed in Power School, will be your official contract to work on your professional practice over the course of the year. You should use the results of your self-assessment to identify one to two areas in which you would like to improve your teaching/collaborating/assessing, etc. over the course of this year. Once these have been identified, you will fill out the online form and meet with an administrator for approval. Over the course of the year, you will attend PD, read a book, further study, implement changes, etc. based on what you contract to do in order to improve in this area of practice. At the end of the year, you will meet again to produce evidence that you have met the obligations of this contract and will sign again, as this goes into informing your summative assessment.
Official Observations
Observations for BTs are to ensure that your practice and the vision or goals of the district are in line. They should also be looked at as an opportunity for you to strengthen those areas that are aligned with good practice and to accept constructive feedback on areas that you can improve upon. Listed below are the types of observations that are formal or official and will result in information on Power School that become part of your permanent file. The purpose of having four is to get a well-rounded look at your work and practice over the course of the year.
Pre-Observation Conference (w/first observation)
Observation #1 (w/post-conference)
Observation #2 (w/post-conference)
Observation #3 (w/post-conference)
Observation #4 (w/post-conference)
Three of these observations will be conducted by your administrators and one by a peer, usually your department chair or other appointed observer.
ACS also encourages its administrators to conduct "unannounced" observations and "walk-throughs". Unannounced observations may be formal and can be added to your official file, particularly if it is an administrator at your school. These types of observations are more common in later years of teaching experience but should be expected at any time. Walk-throughs are not official and generally are not added to your file. Both of these types of observations may be conducted by administrators, district personnel, school board members or even the assistant superintendents or superintendent of the district.
Summary Evaluation
At the end of the year, the principal will conduct an interview with you concerning your practice that is called a "summative". This is the official ending evaluation for your year and is informed by the four formal observations and your PDP results. This evaluation will be placed in your file as a professional educator for your work with ACS.
For mid-year hires, you will have at least two observations conducted usually by administrators and these will go into your summative evaluation along with your PDP evidence.
Helpful reminders of what you should strive for in your classroom:
Helpful Links, Reminders, Guidance, Support:
The Dos and Don’ts of early teaching: part 1
Dos
Don’ts
Be flexible: It is so important to be able to admit when something isn’t working. Be able to recognize when what you planned is working and be prepared to do something else
Be consumed with the way things are supposed to run. It is important to accept that the students aren’t always going to fall into line; they are human beings not cattle.
Be prepared: If at all possible try to prepare yourself at least a week in advance so you know where you want to be going for the week. This way if you come across a lesson that isn’t working, you have enough material planned that is still on course for needs to get one.
Don’t scream at the kids even when you feel frustrated. Work out a method that works for you where you can get them to settle down without letting them see your frustration. Kids play on your frustration and the more upset you get, they will continue to push your buttons. I personally like the “death stare.” The students understand what this means and more importantly, it doesn’t waste as much class time.
Listen to the kids: Aside from not wanting homework, the students will more than likely have a few pearls of wisdom to throw your way. You are there for them, so listen.
Assign more work than you can attend to and return. If you expect your students to do their homework on a regular basis, you should expect to do yours as well. I always try to get homework and assignments back to them the next day or within 2 days tops. Set a good example.
Treat the students with respect and love: Children don’t often get much affection at home and the more compassionate and understanding you can be, the better your relationship with them will be. Plus, they will respect you more. Be an example for them to follow.
Berate the students in front of the class. This is not going to set an example; it will only embarrass the student and could potentially make a more disruptive working environment. There is a tactful way to handle all problems. Most of the time you can talk to the student alone first and then follow the chain of action for your department.
Keep in touch with the parents, they can offer you valuable insight into their children. Sometimes they won’t offer help, but the times they do, you will be grateful you called. Also, call for good things as well as bad things. Let them know who you are and that you are concerned without judging the way their child is.
Expect students to know things without you explaining it to them first. Don’t treat them like they are stupid, but also understand that they aren’t going to get things right away. Be patient. It is so important to realize that they are just kids.
Education is one of the most challenging careers to get into. Few jobs require so much of a person and early on, we don’t know how to cope or draw appropriate boundaries.
What have you done to get by in your early years? Please share.
Here is a great link to help you frame your perspective:
Another school year is approaching and many novice teachers are preparing to enter their own classrooms for the first time. To help them on their way, MiddleWeb is publishing a series of brief articles offering good advice and food for thought.
What We See in Effective and Ineffective Classrooms
AnnetteB-ToddW
by Annette Breaux and Todd Whitaker
In our ongoing observations of teachers, we continue to notice that the most effective teachers’ classrooms all look uncannily similar. And, of course, the same can be said for the less effective teachers—their classrooms all look uncannily similar.
It seems that no matter where we go, the students all act the same in the classrooms of the most effective teachers. And yes, no matter where we go, the students all act the same in the classrooms of less effective teachers. We are, of course, speaking in generalities here.
Let’s take a look inside of less effective teachers’ classrooms first. Here is what they all seem to have in common:
◆ The classroom looks disorganized. There is “stuff” everywhere.
◆ Lessons lack luster and excitement.
◆ The teacher does most of the talking, and the students do little listening.
◆ There is little, if any, evidence of structured routines and procedures.
◆ There are lots of teacher warnings directed at misbehaving students.
◆ The teacher is reactive.
◆ Objectives are vague and often confusing.
◆ There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.
◆ There is an overuse of worksheet-type activities.
◆ Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher ’s anxiety level.
◆ The teacher openly shows frustration.
◆ The lessons are usually “one size fits all.” Unfortunately, most fit none.
◆ Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.
◆ There is little positive reinforcement.
◆ Teacher enthusiasm is lacking.
chaos-classroom-570
Now for the good news
We could go on, but we think we’ve made the point. Now for the good news. Here’s what we saw in the classrooms of the most effective teachers:
◆ The classroom is organized. A place for everything and everything in its place.
◆ Lessons are inviting and exciting.
◆ The students do most of the talking and the doing, prompted by the teacher ’s questioning and guidance.
◆ Routines and procedures are evident. Students know exactly what is expected of them.
◆ There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.
◆ The teacher is proactive.
◆ Lesson objectives are clear and measurable.
◆ There is constant teacher movement around the room. Behavior problems are almost nonexistent.
◆ There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.
◆ The punishment for any given infraction is consistent (and rare).
◆ The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.
◆ Activities are varied to meet the needs of all learners.
◆ Technology is used, thoughtfully, to enhance lessons and learning.
◆ There is constant positive reinforcement.
◆ Teacher enthusiasm is evident and contagious.
You now have a blueprint for what an effective teacher ’s classroom looks like. Try it on for size, and get your teaching organized. Management is the key to success. Just do it, and be at your best! For an organized teacher is a happier one than one who has let things come undone. Two helpful downloads:
► 7 Things Effective Teachers Do EVERY Day
Beginning Teachers and Probationary
Orientation
This program is to orient you to Asheboro City Schools (ACS) and to Asheboro High School. It will include information on the values and practices that are relevant in the district and school, introduce you to district and school personnel, acclimate you to our system and its goals, procedures and practices and give you a chance to see who you are working with and where you are working. For new hires, this is usually conducted in August before school starts, or for mid-year hires, will be conducted before you begin teaching.
Self-Assessment
This activity is conducted in the early Fall and is used to identify areas of professional growth for focus over the course of the year. Beginning Teachers (BTs) should look at this as an opportunity to outline the area they want to focus on for the year to become a better teacher. It can be looked at through the lens of lessons learned in student teaching or from Year One. This is conducted using the official NC Evaluator System, the same document used by administrators to evaluate you, through Power School and the NCEES link on your start page. While this is open to your administrators for review, it in NO WAY impacts your evaluation. It is purely for self-assessment and helps for you to be honest about where your professional skills need scaffolding.
Professional Development Plan (PDP)
This document, also accessed and housed in Power School, will be your official contract to work on your professional practice over the course of the year. You should use the results of your self-assessment to identify one to two areas in which you would like to improve your teaching/collaborating/assessing, etc. over the course of this year. Once these have been identified, you will fill out the online form and meet with an administrator for approval. Over the course of the year, you will attend PD, read a book, further study, implement changes, etc. based on what you contract to do in order to improve in this area of practice. At the end of the year, you will meet again to produce evidence that you have met the obligations of this contract and will sign again, as this goes into informing your summative assessment.
Official Observations
Observations for BTs are to ensure that your practice and the vision or goals of the district are in line. They should also be looked at as an opportunity for you to strengthen those areas that are aligned with good practice and to accept constructive feedback on areas that you can improve upon. Listed below are the types of observations that are formal or official and will result in information on Power School that become part of your permanent file. The purpose of having four is to get a well-rounded look at your work and practice over the course of the year.
Pre-Observation Conference (w/first observation)
Observation #1 (w/post-conference)
Observation #2 (w/post-conference)
Observation #3 (w/post-conference)
Observation #4 (w/post-conference)
Three of these observations will be conducted by your administrators and one by a peer, usually your department chair or other appointed observer.
ACS also encourages its administrators to conduct "unannounced" observations and "walk-throughs". Unannounced observations may be formal and can be added to your official file, particularly if it is an administrator at your school. These types of observations are more common in later years of teaching experience but should be expected at any time. Walk-throughs are not official and generally are not added to your file. Both of these types of observations may be conducted by administrators, district personnel, school board members or even the assistant superintendents or superintendent of the district.
Summary Evaluation
At the end of the year, the principal will conduct an interview with you concerning your practice that is called a "summative". This is the official ending evaluation for your year and is informed by the four formal observations and your PDP results. This evaluation will be placed in your file as a professional educator for your work with ACS.
For mid-year hires, you will have at least two observations conducted usually by administrators and these will go into your summative evaluation along with your PDP evidence.
Helpful reminders of what you should strive for in your classroom:
Helpful Links, Reminders, Guidance, Support:
The Dos and Don’ts of early teaching: part 1
admit when something isn’t working. Be able to recognize when what you planned is working and be prepared to do something else
always going to fall into line; they are human beings not cattle.
to push your buttons. I personally like the “death stare.” The students understand what this means and more importantly, it doesn’t waste as much class time.
to them the next day or within 2 days tops. Set a good example.
bad things. Let them know who you are and that you are concerned without judging the way their child is.
Education is one of the most challenging careers to get into. Few jobs require so much of a person and early on, we don’t know how to cope or draw appropriate boundaries.
What have you done to get by in your early years? Please share.
Here is a great link to help you frame your perspective:
What an Effective Teacher’s Classroom Looks Like
by MiddleWeb · 07/14/2014
Another school year is approaching and many novice teachers are preparing to enter their own classrooms for the first time. To help them on their way, MiddleWeb is publishing a series of brief articles offering good advice and food for thought.
What We See in Effective and Ineffective Classrooms
In our ongoing observations of teachers, we continue to notice that the most effective teachers’ classrooms all look uncannily similar. And, of course, the same can be said for the less effective teachers—their classrooms all look uncannily similar.
It seems that no matter where we go, the students all act the same in the classrooms of the most effective teachers. And yes, no matter where we go, the students all act the same in the classrooms of less effective teachers. We are, of course, speaking in generalities here.
Let’s take a look inside of less effective teachers’ classrooms first.
Here is what they all seem to have in common:
◆ The classroom looks disorganized. There is “stuff” everywhere.
◆ Lessons lack luster and excitement.
◆ The teacher does most of the talking, and the students do little listening.
◆ There is little, if any, evidence of structured routines and procedures.
◆ There are lots of teacher warnings directed at misbehaving students.
◆ The teacher is reactive.
◆ Objectives are vague and often confusing.
◆ There is little teacher movement around the room. The teacher generally stays toward the front of the room. Guess where most of the behavior problems occur! Farthest from the teacher.
◆ There is an overuse of worksheet-type activities.
◆ Consequences for behavior infractions are inconsistent. The severity of the punishment is usually in direct proportion to the teacher ’s anxiety level.
◆ The teacher openly shows frustration.
◆ The lessons are usually “one size fits all.” Unfortunately, most fit none.
◆ Technology is often used “for the sake of using it” as opposed to being used to enhance the lesson.
◆ There is little positive reinforcement.
◆ Teacher enthusiasm is lacking.
Now for the good news
We could go on, but we think we’ve made the point. Now for the good news.Here’s what we saw in the classrooms of the most effective teachers:
◆ The classroom is organized. A place for everything and everything in its place.
◆ Lessons are inviting and exciting.
◆ The students do most of the talking and the doing, prompted by the teacher ’s questioning and guidance.
◆ Routines and procedures are evident. Students know exactly what is expected of them.
◆ There are no teacher warnings for student misbehavior. If a rule is broken, a consequence follows. If a procedure isn’t followed, the teacher provides more practice.
◆ The teacher is proactive.
◆ Lesson objectives are clear and measurable.
◆ There is constant teacher movement around the room. Behavior problems are almost nonexistent.
◆ There is little dependence on worksheet-type activities. Lessons are highly interactive, and students remain engaged in meaningful activities.
◆ The punishment for any given infraction is consistent (and rare).
◆ The teacher does not show frustration. Even in the case of misbehavior, the problem is handled seriously but calmly. The teacher always appears to be in control.
◆ Activities are varied to meet the needs of all learners.
◆ Technology is used, thoughtfully, to enhance lessons and learning.
◆ There is constant positive reinforcement.
◆ Teacher enthusiasm is evident and contagious.
You now have a blueprint for what an effective teacher ’s classroom looks like. Try it on for size, and get your teaching organized. Management is the key to success. Just do it, and be at your best! For an organized teacher is a happier one than one who has let things come undone.
Two helpful downloads:
► 7 Things Effective Teachers Do EVERY Day
► 7 Things You Can Do to Be a More Effective Teacher Tomorrow
Editor’s note: This is the first of three excerpts that MiddleWeb will share from the just-published 2nd edition of the bestseller Seven Simple Secrets: What the BEST Teachers Know and Do! by Annette Breaux and Todd Whitaker. Thanks to Lauren Davis at Routledge/Eye on Education for helping us gain permission to offer these posts.